[Final] Gr. 2 Curriculum Map - Tobin K-8 · 2015-12-03 · 1!...

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CURRICULUM MAP AND INSTRUCTIONAL SUPPORTS GRADE TWO

Developed by Boston Public Schools Department of Literacy

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Table of Contents

Literacy Block Schedule

Close Reading Schedule

Independent Work Activities

Unit Planning At A Glance

Open Response Questions

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4

5

6

19

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The end goal of all reading instruction is to help students develop strong comprehension skills and become independent, proficient readers. The Massachusetts Curriculum Framework in ELA and Literacy requires that students read and comprehend both complex literary and informational text. Literacy instruction, therefore, includes routine practice with complex text. The documents that follow provide a roadmap to assist in planning a coherent literacy block. Use each of the tools found in this guide to develop and support students’ access to complex text and improve literacy instruction overall. Please see the curriculum guide for detailed information on reading concepts and practices.

TOOLS TO ACCESS COMPLEX TEXT

• Literacy Block Schedule: This schedule provides an outline for a typical week, in which students are engaged in specific, purposeful strategy instruction.

• Close Reading Schedule: This schedule provides an outline for specified weeks, in which students are engaged

in the practice of close reading. o Grades 1-‐2: 1 close reading/unit o Grades 3-‐5: 2 close readings/unit

• Unit Planning at a Glance: These maps outline the scope and sequence and the materials necessary to

develop strong readers in every classroom, including essential reading strategies students will apply and integrate independently during close reading practice (on said alternating weeks).

• Open Response Questions: These open response questions serve as one means of developing critical readers

and writers, by asking students to demonstrate their understanding in writing. • Culminating Writing Tasks: The culminating writing tasks serve as one means of developing critical readers

and writers, by asking students to demonstrate their understanding in writing.

Literacy Instruction Overview

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Monday Tuesday Wednesday Thursday Friday Concept/Oral Language

Development (30)

• Question of Week (5) • Shared Literacy (Song) (5) • PA/Phonics (15)

Concept/Oral Language

Development (30)

• Question of Day (5) • Shared Literacy (Big Book) (10) • PA/Phonics (15)


Development (30)

• Question of Week (5-‐7) • Shared Literacy (Big Book) (10) • Build Background (10) • Vocabulary (selection words) • Comprehension Skill/Strategy

• Main Selection


Development (30)

• Question of Week (5-‐7) • Shared Literacy (10) • High Frequency Words, PA/Phonics (15)


Development (30)


• Spelling (review) • Dictation

Small Group Instruction (45) 3 Groups

• Leveled readers/ guided reading texts

• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and response













Writing Workshop (30)

• Mini-‐lesson: craft, structure and language

• Guided practice/conferring leading to independence

• Strategic sharing

















Literacy Block Schedule (120 minutes)

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Monday Tuesday Wednesday Thursday Friday Concept/Oral Language

Development (30)

• Question of Week (5) • Shared Literacy (Song) (5) • PA/Phonics (15)

Close Reading (30) • Read story for initial understanding

• Students read with teacher or independently

• Define Tier 3 vocabulary only

Close Reading (30) • Sequence text dependent questions

• Students cite evidence from text

Close Reading (30)

• Sequence text dependent questions

• Students cite evidence from text


Development (30)


Small Group Instruction (45)

3 Groups


• Decodable readers • Grade level texts -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Independent reading and

response


3 Groups




3 Groups



response


3 Groups



response


3 Groups















Writing in Response to

Literature (30)

• Complete Open Response Question





Close Reading Schedule (120 minutes)

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Grade 2: Unit 1 Exploration Unit Concept Question: What can we learn from exploring new places and things?

Oral Language/ Concept Development

Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection Paired

Selection

Concept Vocabulary

Weekly Concept Questions

Comprehension Skills/Strategies

Leveled Readers

Additional Vocabulary

Fluency Skills

Phonological Awareness/

Phonics Target Skills

High Frequency/ Word Wall Words

Cross

Curricular Connections

Week 1

Iris and Walter

Morning Song/ My Travel Tree

brittle creature dart

decision investigate

rural underground

urban

What might we discover in a

new neighborhood?

Character and Setting/

Predict

A: City Friends, Country Friends OL: The New Kid

BL: City Mouse and Country Mouse

Figurative Language: Similes

Read with Appropriate Pace and Rate

Short Vowels -‐ea /e/

beautiful country friend front

someone somewhere

Social Studies Comparing Communities Geography: Urban,

Suburban, Rural Exploration Friendship

Week 2

Exploring Space with an Astronaut A Trip to

Space Camp

ascend descend enormous journey launch

meteorite orbit

universe

Why would anyone want to explore space?

Main Idea and Details/

Text Structure

A: Explore the Galaxy

OL: Space Walk BL: Being an Astronaut

Position Words

Read with accuracy

Long Vowels -‐CVCe

everywhere

live machines move woman work world

Science Space

Exploration Astronauts Space

Travel Technology

Space Research Solar System

Week 3

Henry and Mudge and the Starry Night

Star Pictures in the Sky

detective fascinating galaxy identify slimy

tranquil underneath wildlife

What can we discover by exploring nature?

Character and Setting/Monitor and

Fix Up

A: A Home in the

Wilderness

OL: Let’s Camp at Crescent Lake

BL: Pup Camps

Out

Synonyms

Read with Appropriate Pace and Rate

Consonant

Blends

bear build

couldn’t father love

mother straight

Science Living and

Nonliving Things Habitats Day/Night

Sky Solar System/ Stars

Senses

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Grade 2: Unit 1 Exploration Unit Concept Question: What can we learn from exploring new places and things?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills

Phonological Awareness / Phonics

Target Skills

High Frequency / Word Wall Words

Cross


Week 4

A Walk in the

Desert

Rain Forests

arid discovery dunes

forbidding haven

landform ledge

precipitation

What can we learn by

exploring the desert?

Main Idea and Details / Text Structure

A: Trek to the Top OL: A Walk in the

Mountains BL: Desert

Descriptive Words

Attending to Punctuation

Inflected Endings

-‐s -‐ed -‐ing

animals early eyes full

warm water

Science

Earth Science: Desert

Energy: Light, Heat

Climate Adaptatios Habitats

Interdependence

Week 5

The Strongest

One

Anteaters

delicate exhibit genius inquire resist

satisfaction stun sturdy

When we

are searching

for answers, whom can we ask?

Realism and Fantasy / Monitor

and Fixup

A: Sue’s

Hummingbird OL: The Bear Man

BL: The Case of the Missing Fish

Synonyms

Read with expression

and intonation

Consonant Digraphs

gone learn often pieces though together very

Social Studies Native

American Cultures/Belie

fs Exploration Concept of

Place Oral

Tradition Geography

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Grade 2: Unit 2 Working Together Unit Concept Question: How can we work together?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills


Target Skills


Cross


Week 1

Tara and Tiree

Rescue Dogs

avalanche blustery

courageous fast-‐paced hazard instinct rescue skittish

What can we do in a

dangerous situation?

Sequence/ Predict

A: Amazing Animals

OL: What to Do in an Emergency

BL: Dogs to the

Rescue

Position and Direction Words

Read with accuracy/

Appropriate Pace

R-‐Controlled

Vowels -‐ar -‐or -‐ore

break family heard listen once pull

Social Studies: Heroes

Community Services

Week 2

Ronald Morgan Goes To Bat

Spaceball

actuate aloft

compete contribute deserve mope

recreation tinker

What makes a team?

Realism and Fantasy/ Prior

Knowledge

A: The First Big

Game

OL: Warm and Fuzzy

BL: Let’s Play Baseball!

Descriptive Words: Verbs

Read with Expression

Contrac0ons

-‐n’t -‐‘s -‐‘ll -‐‘m

certainly either great laugh second worst you’re

Social Studies: Cultural Heritage

Production of Goods

Self-‐Direction Personal

Responsibility Cooperation

and Teamwork

Week 3

Turtle’s Race with Beaver

The Secret Life

of Ponds

coax conflict inhabit ramp resolve serape startle vacation

When does sharing make sense?

Close Reading

A: Sea Turtles at Risk

OL: The Busy, Lively, Sleepy, and

Quiet Pond

BL: Busy Beavers

See close reading skills

Express

Characteriza-‐tion

R-‐Controlled

Vowels -‐er -‐ ir

-‐ur

above ago

enough toward whole word

BPS Close Reading Lesson

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Grade 2: Unit 2 Working Together Unit Concept Question: How can we work together?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills


Target Skills


Cross


Week 4

The Bremen

Town Musicians

Animals Helping Animals

depend familiar insist

miserable partnership solution struggle survival

When should we

work together? When

should we work alone?

Author’s Purpose/ Story

Structure

Homophones

Read with Appropriate

Phrasing

Plurals -‐s -‐es -‐ies

bought people pleasant probably scared shall sign

Science Earth Science:

Desert Energy: Light,

Heat Climate

Adapta0on Habitats

Interdependence

Week 5

A Turkey for Thanksgiving

Thanksgiving

USA

banquet decorate dine flare

glimmer holiday

participate whispery

How can we contribute

to a celebration

?

Draw Conclusions / Visualize

Similes

Read

silently with fluency

Long A -‐a -‐ai -‐ay

behind brought door

everybody minute promise sorry

Social Studies: Native

American Culture / Beliefs,

Exploration, Concept of Place, Oral Tradition, Geography

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Grade 2: Unit 3 Creative Ideas Unit Concept Question: What does it mean to be creative?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills


Target Skills


Cross


Week 1

Pearl and Wagner: Two Good Friends

Robots at Home

construct contraption daydream foolproof project scrap

sidekick unique

How do inventors turn ideas into inventions?

Author’s Purpose / Story Structure

A: The Sidekick OL: Dotty’s Dots

BL: The Science Fair

Antonyms

Read with appropriate

pace

Long E -‐e -‐ee -‐ea -‐y

guess pretty science shoe village watch won

Science:

Inventions, Experiments, Tools and Machines, Forces and Motion

Week 2

Dear Juno

Saying it Without

Words: Signs and Symbols

correspond cove deaf

footprint imitate postage sign

language transport

How many ways can we communicat

e?

Draw Conclusions / Visualize

A: Mail It…From

Here to There OL: Mina’s Day

BL: How Does the Mail Work?

Shortened Forms of Words

Read with accuracy / appropriate

pace

Long O -‐o -‐oa -‐ow

answer company faraway parents picture school wash

Social Studies:

Communication Goods and

Services, Technology, Signs and Symbols, Comparing Cultures, Geography

Week 3

Anansi Goes

Fishing

Do Spiders Stick to Their Own

Webs?

boast consume

contentment cure gloat

incident prey

shrewd snicker

When are creative

ideas good? When are they bad?

Cause and Effect / Monitor and Fixup

A: Animal Helpers

OL: Insect or Arachnid?

BL: Casting Nets

Antonyms

Express

Characterization

Compound Words

been believe caught finally today

tomorrow whatever

Science Living Things, Animals, Arachnids,

Spiders, Food Chain, Spider

Webs

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Grade 2: Unit 3 Creative Ideas Unit Concept Question: What does it mean to be creative?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills


Target Skills


Cross


Week 4

Rosa and Blanca

The Crow and the

Pitcher

abundant assist beam dismay efficient forever generous situation

When can creative ideas

solve problems?

Theme and Plot /

Predict

A: The Tortilla Factory

OL: An International Food Fair! BL: Shy Ana

Words From

Other Languages

Attend to Punctuatio

n

Long I -‐i -‐ie -‐igh -‐y

alone buy

daughters half many their

youngest

Social Studies: Family, Culture, Food,

Geography: Town,

Country, World,

Producers / Consumers

Week 5

A Weed is a

Flower

What’s Made From Corn?

accomplish excel

opportunity original process research scientist unusual

Where do creative

ideas come from?

Close Reading

A: Ideas to

Inventions OL: Thomas Adams

Invents Chewing Gum

BL: An Orange Floats

See close

reading skills

Bread with expression / intonation

Comparative Endings

clothes hours money neighbor only

question taught


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Grade 2: Unit 4 Our Changing World Unit Concept Question: How do things change? How do they stay the same?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills


Target Skills


Cross


Week 1

The Quilt Story

Making

Memories, Changing With

the Times

concentration

frown homeland patient preserve represent tough

valuable

How can familiar things help us with changes?

Close Reading

A: Windows to the

Past OL: Quilting Memories

BL: The Butterfly Quilt

See close

reading skills

Read with

accuracy and appropriate page / rate

Syllables -‐c + le

blankets pretended

quilt stuffing trunks

unpacked wrapped


Week 2

Life Cycle of a

Pumpkin

How Do Seeds Know Which Way is Up?

adapt ancient annual bury

massive nutrients sprout

undisturbed

How do plants

change as they grow?

Fact and Opinion / Ask Questions

A: Many Plants,

Many Places OL: It’s Alive!

BL: Grow a Tomato!

Context Clues

Read silently with

fluency and accuracy

Vowels -‐oo -‐u

bumpy fruit

harvest root

smooth soil vine

Science: Life Cycle, Living Things: Plants, Growth and Change

Week 3

Frogs

From Egg to

Frot

appearance canopy forage forepaw pursue restless stage

transform

How do animals change as they grow?

Compare and

Contrast / Graphic Organizers

Word

Structure

Read with appropriate phrasing

Dipthongs

-‐ou

-‐ow

crawls insects pond

powerful shed skin

wonderful

Science: Rocks and Soil, Fossils, Scientists

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Grade 2: Unit 4 Our Changing World Unit Concept Question: What does it mean to be creative?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills


Target Skills


Cross


Week 4

I Like Where I Am

A New House

accent adjust foreign forlorn

landmark quiver tease

unexpected

Why are some

changes difficult?

Theme and Plot /

Summarize

A: Simone’s Travels OL: Moving Day BL: A Big Change

Context Clues


Dipthongs

-‐oi -‐oy

black chuckle fair giant strong tears trouble

Social Studies:

Family and Friends, Home: Shelter, Changes: Moving,

Communities: Urban, Suburban, and Rural, Goods and Services

Week 5

Helen Keller and the Big

Storm

Wind

breeze condition funnel predict sparkle swirl

terrifying whip

How do

changes in the weather affect us?

Fact and Opinion / Ask Questions

A: Here Comes a Storm

OL: Watch Out! BL: Special Beach

Day

Context Clues


and intonation

Vowel Patterns

-‐oo -‐ue -‐ew -‐ui

angry branches clung fingers picnic

pressing special

Science: Wind/Air, Weather, Senses:

Sound and Sight

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Grade 2: Unit 5 Responsibility Unit Concept Question: What does it mean to be responsible?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills


Target Skills


Cross


Week 1

Fire Fighter!

Firefighting Teamwork

caretaker community instrument

lug operation supplies teamwork

Why is it important to do a good job?

Main Idea and Supporting Details /

Text Structure

A: Goods and Services

OL: Who Can Help?

BL: Community Helpers

Word Structure

Read silently with fluency / accuracy

Suffixes -‐ly -‐ful -‐er -‐or

building burning masks quickly roar

station tightly

Social Studies: Job Responsibilit

y, Job Training Tools /

Equipment, Service,

Teamwork

Week 2

One Dark Night

Adoption / The

Stray Cat

concern fragile growth litter pellets pollute

protection release

Why should we take care of animals?

Sequence / Graphic Organizers

A: A Day in the Life

of a Vet OL: Animal

Shelters BL: Horse Rescue!

Context Clues

Read with accuracy

and appropriate pace / rate

Prefixes -‐un -‐re -‐pre -‐dis

flashes lightning

pounds pours rolling storm thunder

Science: Living Things,

Shelter/Survival, Growth and Change, Thunderstorm

s

Week 3

Bad Dog Dodger!

How to Train Your Puppy

behavior companion confident consider cooperate obedient properly reprimand

How can we

be responsible

family members?

Plot and Theme / Prior Knowledge

A: Training Peanut

OL: Hubert and Frankie

BL: Sally and the Wild Puppy

Word

Structure

Read with expression / intonation

Silent Consonants

chased chewing dripping grabbed practice treat

wagged

Social Studies:

Citizenship, Family,

Responsibility, Rules, Pet

Care

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Grade 2: Unit 5 Responsibility Unit Concept Question: What does it mean to be responsible?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills


Target Skills


Cross


Week 4

Horace and

Morris but Mostly Dolores

Good Kicking

advantage appreciate communica

te defiant demand ferocious firmly respect

What do good friends and

neighbors do?

Close Reading

A: Taking Care of the

Earth OL: You Can Make a

Difference! BL: What an Adventure!

See close

reading skills

Express

Characterization

-‐ph -‐gh

adventure lcimbed clubhouse exploring greatest truest

wondered


Week 5

The

Signmaker’s Assistant

Helping Hand

apologize citizen hoard

interrupt judgment protest scold

troublemaker

What happens

when we do the wrong thing?

Realism and Fantasy / Monitor

and Fixup

A: Marty’s Job

OL: Freda’s Signs BL: Grandpa’s Sign

Word Structure


Vowels -‐aw -‐au -‐augh -‐al

afternoon blame idea

important signmaker

townspeople

Social Studies:

Rights and Responsibilities, Laws, Goods and Services,

Technology and

Communication

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Grade 2: Unit 6 Traditions Unit Concept Question: How are traditions and celebrations important to our lives?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills


Target Skills


Cross


Week 1

Just Like Josh

Gibson

How Baseball Began

athlete challenge champion dainty disguise effort

professional shortshop

Why are sports

important in our country?

Compare and Contrast / Visualize

A: Baseball Heroes

OL: Women in Baseball

BL: Three of the Greats

Context Clues

Read with

accuracy and appropriate

pace

Contractions

‘re ‘ve ‘d

bases cheers field plate sailed threw

Social Studies: American Heroes, Cultural

Traditions, History of Baseball,

Geography: Maps

Week 2

Red, White and

Blue

You’re a Grand Old Flag

allegiance frayed history

independence indivisible patriotic symbol unfurl

What does our flag mean?

Fact and Opinion / Monitor and Fixup

A: Home of the

Brave OL: Heroes of the

American Revolution

BL: Happy Birthday, America!

Compound Words

Read silently with

fluency and accuracy

Inflected Endings

America birthday flag

freedom nicknames

stars stripes

Social Studies: American Heroes, American Revolution, Thirteen, Colonies / States, U.S. Symbols, U.S. Holidays,

Geography: Maps

Week 3

A Birthday

Basket for Tia

Family Traditions: Birthdays

angle brilliant

celebration create custom inspect snapshot tradition

Why are family

celebrations special?

Draw Conclusions /

Summarize

A: Family

Traditions and Celebrations OL: Birthdays

Around the World BL: Very Special

Birthdays

Context Clues


Syllables

-‐tion

-‐ture

aunt bank basket collects favorite present

Social Studies: Cultural

Traditions, Celebrations

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Grade 2: Unit 6 Traditions Unit Concept Question: How are traditions and celebrations important to our lives?


Comprehension

Vocabulary

Fluency

Word Work

Other

Main Selection

Paired

Selection

Concept Vocabulary


Comprehension

Skills / Strategies

Leveled Readers


Fluency Skills


Target Skills


Cross


Week 4

Cowboys

Cowboy Gear

buckaroo climate drover lariat legend livestock occupation rawhide

Why should we learn

about cowboys?

Cause and Effect / Graphic Organizers

A: Life on the Ranch OL: Cowboy Days BL: Ranch Life

Word Structure

Read with accuracy and

appropriate pace

Suffixes -‐ness -‐less

campfire cattle cowboy galloped herd

railroad trails

Social Studies: American West,

Cowboys, U.S. Growth, Transportati

on, Georgraphy

Week 5

Jingle Dancer

Buffalo Days

ceremony compliment

culture evergreen festival fidget

multicolored sash

What are some

different ways that people

celebrate?

Close Reading

A: Winter Holidays OL: A Special Festival

BL: At the Powwow

See close reading skills


Prefixes -‐mis -‐mid

borrow clattering drum jingles silver voice


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Grade 2 – Open Response

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

UNIT 1

Iris and Walter

How did Iris feel about the country at the beginning of the story? How did she feel at the end? Explain why her

feelings changed.

Exploring Space with an

Astronaut Tell what life is like in space for astronauts. Use details

from the selection to support your answer.

Henry and Mudge and the

Starry Night Describe how the characters in the story enjoyed their

camping trip. Use details from the story to support your

answer.

A Walk in the Desert

What are some animals that live in the desert? Use details from the selection to tell how they survive in this harsh place.

The Strongest One

Is The Strongest One a realistic story or fantasy? Explain why

you think so.

UNIT 2

Tara and Three

Look back at pages 176-‐177. Tiree did something smart and something kind. What did she do? Use details from the selection to support your

answer.

Ronald Morgan Goes to Bat Look back at page 209. What

did Ronald’s father say that was helpful? Why was it helpful? Use information from the selection to support your

answer.

Turtle’s Race with Beaver

What lesson did Beaver learn? How do you know?

The Bremen Town Musicians What problem did the animals share? How did they solve this problem? Use details from the

story in your answer.

A Turkey for Thanksgiving

What conclusions did Turkey draw? Why would he

think that?

UNIT 3

Pearl and Wagner: Two

Good Friends Why do you think the

author wrote this story? Support your answer with details from the story.

Dear Juno

How does Juno feel about his grandmother? What makes you

think that?

Anansi Goes Fishing

What happens in the story to make Anansi so angry? Use information from the story to

explain your answer.

Rosa and Blanca

What lesson can you learn from this story? Explain your answer using details from the story.

A Weed is a Flower

Why do you think George studied agriculture in college? Use information from the biography to explain your answer.

19

UNIT 4

The Quilt Story

How did Abigail and the second little girl feel about the quilt? Use details from the story to support your

answer.

Life Cycle of a Pumpkin

What can harm a pumpkin plant? Use information from the

selection to support your answer.

Frogs

How is the way a frog looks when it comes out of the egg

alike and different from when it hops on land? Use information

from the selection in your answer.

I Like Where I Am

What happened to the boy in the story? What do you think is the theme or big idea of the story? Use details from the

story to support your answer.

Helen Keller and the Big Storm What did Helen learn at the

end of the story? Use information from the story to

support your answer.

UNIT 5

Fire Fighter! Reread pages 162-‐163. What

is the main idea of this selection?

One Dark Night

How did Jonathan know that the storm was getting closer? What was the first thing he noticed

about the thunder and lightning? What did he notice next? After

that?

Bad Dog Dodger!

What did Sam learn about owning a pet? Use examples from the story to explain how

Sam learned this lesson.

Horace and Morris but Mostly

Dolores What is the author’s message in this story? Use details from the story to support your answer.

The Signmaker’s Assistant On page 273, Norman says, “They do whatever the signs

say!” Then he says, “I wonder…” Write what Norman wondered and what he later found out.

UNIT 6

Just Like Josh How are baseball teams different now from when

Grandmama was a little girl? Use details from the story to


Red, White and Blue Is the story of Betsy Ross fact or opinion? How do you know?

A Birthday Basket for Tia What things did Cecilia put into

the basket for Tia? What conclusions can you make about how Cecilia feels about her Tia?

Cowboys Why do ranchers need cowboys? Use details from the selection to


Jingle Dancer How did Jenna solve her

problem? Use details from the story to support your answer.

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[Final] Gr. 2 Curriculum Map - Tobin K-8 · 2015-12-03 · 1!...

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